Years 1 to 2
Languages
ASLANGERF10Y12
Years 1 to 2 German Achievement Standard
8 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 2, students use German language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts.
Students imitate the sounds and rhythms of spoken German. They demonstrate understanding that German has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of German and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Foundation to Year 10 sequence
The 8 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 2, students use German language to interact and share information related to the classroom and themselves.
Content descriptorAC9LG2C01 Communicating meaning in German
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (9)
- Elaboration exchanging simple greetings, thanks and good wishes using formulaic expressions, and adjusting language to suit the situation, for example, Ich heiße ... und du? Guten Morgen! Auf Wiedersehen! Danke! Alles Gute zum Geburtstag! Frohe Weihnachten! Guten Appetit!
- Elaboration sharing information about people and belongings, for example, Mein Teddy heiβt … Das ist meine Schwester/mein Ball.
- Elaboration using some German expressions and spontaneous exclamations when interacting with peers, for example, Danke!, Bitte schön, Das ist schade, Gut gemacht!
- Elaboration responding with actions or gestures to routine instructions, for example, Bitte aufstehen Klasse 1! Hände auf den Kopf! Alle zusammen! Achtung!
- Elaboration using simple sentence structures, familiar vocabulary, supporting resources and gestures to communicate about self, pets, likes, dislikes and the immediate environment, for example, Ich bin in Klasse 1. Ich bin fünf. Ich wohne in … Ich mag … (nicht).
- Elaboration recognising and responding to simple questions and directions using supporting intonation and gestures, for example, Wer/Was ist das? Das ist … ? Ist das … ? Nein, das ist ..., Wo ist …?, rechts, hinter Peter, unter
- Elaboration describing which languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch.
- Elaboration responding to and making polite requests, for example, Ich möchte …, bitte. Bitte schön!
- Elaboration using German for everyday routines such as roll call, for example, Hier bin ich, or naming the day of the week, Es ist Montag, or describing the weather, Das Wetter ist kalt/warm
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9LG2C01 Communicating meaning in German
recognise and respond to modelled classroom-related greetings, instructions and routines; and personal introductions
Elaborations (9)
- Elaboration exchanging simple greetings, thanks and good wishes using formulaic expressions, and adjusting language to suit the situation, for example, Ich heiße ... und du? Guten Morgen! Auf Wiedersehen! Danke! Alles Gute zum Geburtstag! Frohe Weihnachten! Guten Appetit!
- Elaboration sharing information about people and belongings, for example, Mein Teddy heiβt … Das ist meine Schwester/mein Ball.
- Elaboration using some German expressions and spontaneous exclamations when interacting with peers, for example, Danke!, Bitte schön, Das ist schade, Gut gemacht!
- Elaboration responding with actions or gestures to routine instructions, for example, Bitte aufstehen Klasse 1! Hände auf den Kopf! Alle zusammen! Achtung!
- Elaboration using simple sentence structures, familiar vocabulary, supporting resources and gestures to communicate about self, pets, likes, dislikes and the immediate environment, for example, Ich bin in Klasse 1. Ich bin fünf. Ich wohne in … Ich mag … (nicht).
- Elaboration recognising and responding to simple questions and directions using supporting intonation and gestures, for example, Wer/Was ist das? Das ist … ? Ist das … ? Nein, das ist ..., Wo ist …?, rechts, hinter Peter, unter
- Elaboration describing which languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch.
- Elaboration responding to and making polite requests, for example, Ich möchte …, bitte. Bitte schön!
- Elaboration using German for everyday routines such as roll call, for example, Hier bin ich, or naming the day of the week, Es ist Montag, or describing the weather, Das Wetter ist kalt/warm
Content descriptorAC9LG2C02 Communicating meaning in German
participate in a range of guided, play-based language activities using formulaic expressions, visual and spoken cues
Elaborations (5)
- Elaboration making choices in routine activities such as selecting a song from the class songbook, for example, responding to the question, Was singen wir heute?
- Elaboration participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei
- Elaboration playing games such as Gedächtnispiel, Lotto and Stille Post, and using appropriate language, for example, turn-taking, Wer ist dran? Ich bin dran, and forming groups using numbers or colours such as Blau ist hier; Gruppe 2 ist hier.
- Elaboration teaching a family member some German, for example, greetings, numbers or a German song, and reporting to the class what they were able to teach
- Elaboration contributing to a secure digital photo story on Meine Klasse, for example, writing and recording captions to own photos, Das bin ich. Ich heiße … und ich bin … Das ist meine Mami. Sie ist nett.
Content descriptorAC9LG2C04 Communicating meaning in German
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
Elaborations (5)
- Elaboration recognising different forms of address and greeting, depending on the time of day, gender and social status of participants, for example, Tag, Luke! first names for peers, and Guten Morgen, Frau Stein! for the teacher
- Elaboration understanding that learning German involves ways of using language that may be unfamiliar, for example, using Guten Appetit before commencing a meal
- Elaboration conveying aspects of shared knowledge about German language and culture(s), such as pointing to places on a map or pictures of symbols or typical foods, for example, Das ist Deutschland/Österreich, Die Flagge ist …
- Elaboration recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter
- Elaboration interpreting or translating, from German into English, greetings and other learnt language items for non-German speakers, such as a new student, a visiting parent or classroom teacher
They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LG2C03 Communicating meaning in German
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
Elaborations (7)
- Elaboration listening for specific words and expressions, for example, in spoken texts, songs or stories, by clapping or raising hands, and in written texts by pointing to or highlighting the word(s)
- Elaboration ordering or matching key information in relation to different texts, such as sequencing pictures from the text to reflect the correct order of events and responding to questions about the story, for example, Er hat drei Brüder und wohnt in …
- Elaboration sharing in the retelling of a text, using prompts such as pictures, cut-outs or puppets, or responding in German or English to questions about the text, for example, Wer ist das? War das eine gute Idee? Und dann …
- Elaboration recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also integral to communicating in German and the language(s) they may speak at home
- Elaboration demonstrating understanding and early literacy skills by labelling, matching, clicking and dragging, drawing, miming and using actions
- Elaboration responding to imaginative print and digital texts such as stories, rhymes or cartoons, using repetitive actions, gestures and words or sentences Das ist lustig/komisch/langweilig
- Elaboration learning the names of countries and regions where German is an official language and developing understanding of where these places are located, using a world map
They use familiar words and modelled language to create texts.
Content descriptorAC9LG2C05 Communicating meaning in German
use words, familiar phrases and modelled language to create spoken, written and multimodal texts
Elaborations (8)
- Elaboration using key words and simple phrases to annotate a picture, diagram or photo, for example, Der Hund ist klein. Der Hund ist braun, Das bin ich. Ich bin sechs Jahre alt.
- Elaboration making and displaying labels for common objects in the classroom or home, for example, die Tür, die Leseecke, die Tafel, mein Schlafzimmer, mein Schrank
- Elaboration using modelled language, creating a shared page for a class big book with illustrations, for example, Hier ist das Krokodil. Es hat Schuppen und ist grün.
- Elaboration matching bilingual captions or labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration drawing their favourite character or scene from stories, rhymes, songs or cartoons and attaching or writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …
- Elaboration modifying, rehearsing and performing a short skit or role-play with peers, for example, a skit about a shopping trip, with students changing the items bought
- Elaboration creating short dialogues, such as between dolls, puppets and toys, individually or with peers, using familiar modelled language
- Elaboration using secure digital tools to record their ideas, for example, what they would eat over a week if they were the caterpillar in Die kleine Raupe Nimmersatt
Students imitate the sounds and rhythms of spoken German.
Content descriptorAC9LG2U01 Understanding language and culture
recognise and imitate the sounds and rhythms of German
Elaborations (5)
- Elaboration building phonemic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and different from English, such as ch in ich and acht, u in du, r in rot and z in zehn
- Elaboration developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
- Elaboration identifying and pronouncing alphabet letters with familiar to English sounds, for example, b, d, f, l, m, n, o, p, s
- Elaboration experimenting with sounds, for example, aua for ouch, wau wau for woof woof, kickeriki for cock-a-doodle-doo
- Elaboration recognising that every language has its own words, sounds and gestures to make meaning
They demonstrate understanding that German has conventions and rules for non-verbal communication, pronunciation and writing.
Content descriptorAC9LG2U02 Understanding language and culture
recognise that the Roman alphabet and features of language are used to construct meaning in German
Elaborations (13)
- Elaboration developing familiarity with the alphabet in German and sound–letter correspondence through singing das Alphabetlied
- Elaboration understanding that although German and English use the same alphabet, there are additional symbols in German: the Umlaut to alter the pronunciation of particular vowels, such as ä, ö, ü and the Eszett β
- Elaboration identifying and naming letters, tracing words, and playing alphabet and spelling games, such as Ich sehe was, was du nicht siehst using initial sounds or Galgenmännchen
- Elaboration noticing that all nouns are capitalised in German
- Elaboration noticing that German has multiple words for ‘the’ and ‘a/an’, such as der Lehrer, eine Freundin
- Elaboration using pronouns, such as ich, du, er, sie, es, wir and noticing that they are similar to English
- Elaboration describing people, animals or objects using bin/bist/ist and an adjective, for example, Ich bin klein, Der Bär ist braun, Das Buch ist neu
- Elaboration gaining awareness of vocabulary referring to time, for example, days, months, time of day, Morgen, Nachmittag, Mittag
- Elaboration exploring cardinal numbers 0–20 and recognising similarities and differences between how numbers are represented in English and German, for example, 1 with the lead in tail and 7 with the line through the stem
- Elaboration understanding and describing actions using verbs such as gehen, kommen, machen, malen, lesen, schreiben, sehen, singen, spielen and wohnen
- Elaboration negating verbs and adjectives using nicht, for example, Der Hund ist nicht braun, Ich schwimme nicht
- Elaboration understanding and using some question words and the intended/related answer in limited contexts, including was, wer, wie, wo and wann
- Elaboration understanding the location or origin of a person or object such as hier, links and rechts
They give examples of similarities and differences between some features of German and English.
Content descriptorAC9LG2U03 Understanding language and culture
notice that German has features that may be similar to or different from English
Elaborations (7)
- Elaboration distinguishing between German and English in spoken and written form, Ist das Deutsch oder Englisch?, considering factors such as pronunciation, capitalisation of nouns, for example, Baby, singen, braun, Klasse
- Elaboration comparing greetings and terms for numbers, family members and familiar objects in German, English and other known or common languages, and noting similarities/differences in use, spelling and pronunciation, for example, formal and familiar language, Guten Morgen/Good morning and Morgen!/Morning!
- Elaboration reading or viewing authentic German storybooks or simple texts and noticing similarities and differences between German and English, for example, naming key features Titel, Seite and Bild
- Elaboration singing and comparing familiar songs, such as ‘Zum Geburtstag viel Glück!’/‘Happy birthday to you’ and ‘O Tannenbaum’/‘Oh Christmas Tree’
- Elaboration recognising that English and other languages have borrowed German words, for example, hamburger, kindergarten and glockenspiel, and that many words are shared across languages, for example, Computer, Bus, Taxi and Auto
- Elaboration differentiating between similar sounding German and English words, for example, der Ball/ball, der Freund/friend, die Schule/school
- Elaboration identifying and comparing similarities and differences between some words such as Bruder/brother, where both start with a ‘br’ and end with ‘er’
They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).
Content descriptorAC9LG2U04 Understanding language and culture
notice that people use language in ways that reflect cultural practices
Elaborations (4)
- Elaboration experiencing or simulating a cultural practice, a Karneval parade or a children’s birthday game such as Topfschlagen
- Elaboration noticing similarities and differences in cultural practices and stating own reactions, for example, observing how a child beginning school is celebrated in a German-speaking country with a Schultüte or how a German speaker wishes others luck with Daumen drücken
- Elaboration comparing aspects of lifestyles in German-speaking communities and in Australia, for example, ways of playing games, buying or eating food, interacting with family members and participating in school life
- Elaboration exploring symbols and languages used by First Nations Australians and by German-speaking communities in a range of contexts, for example, identifying the colours of flags in German and discussing what the colours represent in English
This achievement standard describes the expected learning for Years 1 to 2 German · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in German | Interacting in German | 2 | 14 |
| Communicating meaning in German | Mediating meaning in and between languages | 2 | 12 |
| Communicating meaning in German | Creating text in German | 1 | 8 |
| Understanding language and culture | Understanding systems of language | 3 | 25 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 4 |
| Total | 9 | 63 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 German?
By the end of Year 2, students use German language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in German: 5, Understanding language and culture: 4).
How does this compare to Foundation?
The Foundation German standard (ASLANGERF10FY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.